Abstract:

In the present technological revolution, new ways of reading on the Internet are required. At this point, traditional texts are no longer the only valid source of education in the Language Teaching-Learning Field, since new technologies are gaining positions in our society (McLuhan, 1962, 1964; Walter Ong, 1988). Along this line, Kress (2003: 1) states that “The effects of the move to the screen as the major medium of communication will produce far-reaching shifts in relation of power and not just in the sphere of communication”.
This technological revolution forces society to reconsider new possibilities for language education (Kellner, 2000: 257); and in an endeavour to find appropriate materials, both teachers and learners need to adapt those materials to their needs.
Students may find some difficulties when they face Internet resources due to the complexity of the materials found on the Web. But they can solve those problems with the help of visual elements, videos, among others. Along this line, educators may also encounter similar problems in terms of adapting the resources found on the Web in relation to their students’ interests.
Thus, this paper mainly focuses on how language levels and navigation strategies (navigating, browsing and reading) influence the students’ task solution when they are faced to a task-based proposal. This task is based on Bernie Dodge’s WebQuest (1995) for the purpose of the present study.

Keywords:

cybertask, browsing, navigating, reading.